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87 Virtual Driving Relates to Real-World Risky Driving
- Kathryn N Devlin, Molly Split, Jocelyn Ang, Sophia Lopes, Aleksandar Gonevski, Oluwatoniloba Ogunkoya, Tasmia Hasan, Maria Schultheis
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- Journal:
- Journal of the International Neuropsychological Society / Volume 29 / Issue s1 / November 2023
- Published online by Cambridge University Press:
- 21 December 2023, pp. 489-490
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Objective:
Driving is a cognitively demanding activity commonly affected by brain injury and illness. Accurate driving assessment is essential for reducing risk, optimizing independence, and informing driving-related interventions. Virtual reality driving simulation (VRDS) enables safe, sensitive, objective, and standardized measurement of driving abilities. VRDS has been validated in relation to self-reports and driver records. However, self-reports are subjective, and driver records include only major events (collisions, violations). Video telematics platforms can measure naturalistic driving in a more objective and sensitive manner. The present study used video telematics to examine relationships between VRDS performance and directly observed naturalistic driving.
Participants and Methods:20 healthy adult drivers (ages 23-61, mean age=36; 75% women) completed a VRDS assessment that included 1) driving on a straight road, 2) following a truck on a highway, and 3) reacting to a child running into a street to retrieve a ball. Primary VRDS measures were 1) speed and lane management on the straight road; 2) speed and following distance management in the truck-following task; and 3) reaction time, stopping, and distance from the child in the child-ball task. Participants also completed 28 days of naturalistic driving with a video telematics platform in their vehicle. Driving events were detected automatically using accelerometer, GPS, and video data, and driving behaviors were coded by driving risk analysts. The primary naturalistic measure was the number of unsafe driving behaviors per hour driven; specific driving behaviors served as exploratory variables. We examined correlations between VRDS and naturalistic driving variables. Given limited statistical power, we reported correlations that were small-to-medium or greater (r>.2) in primary analyses and medium-to-large or greater (r>.4) in exploratory analyses.
Results:On average, drivers exhibited approximately one unsafe driving behavior per hour (M=0.9, SD=0.9, range=0.1-2.7). Common behaviors were failing to stop, unsafe following distance, speeding, and cell phone use. No collisions occurred. Average lane position in VRDS (specifically, leftward deviation from the center of the lane) was correlated with more real-world unsafe driving behaviors per hour (r=.35, p=.13), as were higher average straight road speed (r=.26, p=.27), greater straight road speed variability (r=.28, p=.24), and failing to stop for the child in the child-ball task (r=.22, p=.36). In exploratory analyses, failing to stop for the child was associated with real-world distracted driving (r=.45, p=.047), greater lane position variability in VRDS was associated with real-world unsafe following distance (r=.57, p=.009), and greater speed variability in VRDS was associated with real-world seat belt non-use/misuse (r=.49, p=.03).
Conclusions:The present findings provide preliminary evidence that VRDS variables are related to directly observed naturalistic driving, supporting the potential utility of VRDS as a sensitive, ecologically valid driving evaluation tool. As the present study used a small sample of healthy drivers, further research will explore this topic in larger samples and in clinical populations, such as acquired brain injury. Future work will also investigate whether incorporating VRDS with conventional driving evaluation tools (e.g., neuropsychological tests, behind-the-wheel assessments) can enhance the ability of clinical driving evaluations to predict real-world risky driving.
Parent–teacher partnerships in group music lessons: a collective case study
- Kathryn Ang, Clorinda Panebianco, Albi Odendaal
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- Journal:
- British Journal of Music Education / Volume 37 / Issue 2 / July 2020
- Published online by Cambridge University Press:
- 08 July 2019, pp. 169-179
- Print publication:
- July 2020
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Developing effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.
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